C.I ALB BUSINESS EDUCATION CURRICULUM EDUCATION LIBRARY OF AL "'■ PROGRAM AND ^^^■»-\'-i-»'^^ C/) I (/) -Hi (J) O N Z < O LU —I CL O LU CL i- LU C/) _l O O h- O CJ HF 1131 A3115 1973 CURR HIST CURR RRICULUM GUIDE 1973 /dibcrra EDUCATION Digitized by the Internet Archive in 2012 with funding from University of Alberta Libraries http://archive.org/details/businesseduc10and3000albe SECONDARY SCHOOL CURRICULUM GUIDE THE BUSINESS EDUCATION PROGRAM and BUSINESS FOUNDATIONS 10 AND 30 This is the primary curriculum guide in the series for business education in the secondary school. It contains information and suggestions respecting the Business Education Program and the core subjects of Business Foundations 10 and 30. There are additional guides for each of the other subject areas. It is suggested that each business education teacher have a copy of this guide as well as those for the particu- lar subject(s) taught. The guides have been printed on punched paper for convenience in filing them in a binder together with curriculum newsletters and bulletins as they are issued. 1 ACKNOWLEDGEMENT The Department of Education acknowledges with appreciation the contributions of the following Business Education Committee members to the preparation of this Curriculum Guide for The Business Education Program and Business Foundations courses. The Ad Hoc Committee operated under the guidance of the Secondary Business Edu- cation Curriculum Committee and the Secondary School Curriculum Board. The Department also acknowledges the contributions by the following individuals who provided ideas and services as consultants or as members of ad hoc committees: D. Comrie, M. Gay, C. Hollingsworth, S. Kashuba, R. H. Leong, S. N, Odynak, R. A. J. Pendergast, E. Rompain, H. L. Spelliscy, J. P. Swann, T. J. Troutwein, R. A. Wilson, J. Yusep and to the many teachers who conducted pilot classes throughout the experimental stage of development of these courses. Business Education Curriculum Committee Mrs. A. Ashton, Ponoka Composite High School, Ponoka R. L. Bittle, Lindsay Thurber Comprehensive High School, Red Deer Dr. G. Farmer, Dept. of Secondary Education, University of Alberta R. Florendine, Calgary Public School Board, Calgary G. A. Garbutt, Lord Beaverbrook High School, Calgary R. Kisilevich, Eastglen Composite High School, Edmonton Miss. L. Milne, Education Consultant, Dept. of Education, Lethbridge J. H. Olson, Lethbridge Collegiate Institute, Lethbridge Mrs. J. Piepgrass, Onoway High School, Onoway Mrs. A. Pura, Consultant of Business Education, Edmonton Separate School Board Dr. H. Sherk, Department of Education, Edmonton W. T. Worbets, Department of Education, Edmonton; Chairman Business Foundations Ad Hoc Curriculum Committee E. Dayman, James Fowler High School, Calgary Dr. G. Farmer, Division of Secondary Education, University of Alberta, Edmonton Ron Florendine, Supervisor of Business Education, Calgary Public School Board J. W. Johnson, Lacombe High School, Lacombe Miss. L. Milne, Department of Education, Lethbridge Mrs. A. Pura, Consultant of Business Education, Edmonton Separate School Board R. W. Smith, Ross Sheppard High School, Edmonton W. T. Worbets, Department of Education, Edmonton SECONDARY SCHOOL CURRICULUM GUIDE THE BUSINESS EDUCATION PROGRAM and BUSINESS FOUNDATIONS 10 AND 30 CONTENTS THE BUSINESS EDUCATION PROGRAM 1 . Introduction 4 2. Philosophy of Business Education 4 3. Objectives of the Alberta Business Education Program 5 4. Blueprint of the Business Education Program 5 5. Guidelines for Program Planning and Student Counselling 6 6. Curriculum Development 6 7. Program of Studies and Curriculum Guides 7 8. Professional References 7-8 BUSINESS FOUNDATIONS 10 and 30 1. Introduction (including the blueprint) 11 2. Objectives of Business Foundations 10 and 30 11 3. Scope (including comparison of emphasis chart) 12-13 4. Course Content (introduction and outlines) 13-25 5. Detailed Development of Concept IV - PEOPLE IN BUSINESS 20-25 6. Texts 26 7. Supplementary References 26-27 8. Other Instructional Materials 27-28 9. Suggested Class Activities 29 10. Other Suggestions 29-30 1 1 . Evaluation 30 INTRODUCTION The curriculum for business education has been developed to serve all students in Alberta's secondary schools. Its flexibility permits the selection of one or more courses to complement a program, or the selection of a group of courses to comprise a major area of study. The purpose is to contribute to the general education and to the vocational preparation of high school students. PHILOSOPHY OF BUSINESS EDUCATION The Business education curriculum for the Alberta secondary schools emphasizes two major tenets: 1. That the development of the individual's potentiality in the areas of thinking, acting and feeling is central to learning and instruction. 2. That individuals discover themselves and realize their potentialities by interacting with ideas, objects and people. Obviously, the world of business is the proper focus for the interactive experiences of business students; and the ideas objects and people are appropriate areas for ordering these experiences. If strategically planned, this three-told order, comprising a study of business, can contribute to the development of the student's thinking, acting and feeling capa- bilities. The following model illustrates the concept of the development of the individual's potential through a study of business; CONCEPTUAL MODEL Thinking Knowing Understanding Analyzing Synthesing Evaluating Feeling Attitudes Sensitivity Values Acting/Doing Learning Teaching Communicating Psychomotor Skills CO Business and Economic Concepts Behavioural Concepts Information Systems Methods and Tools (Machines and Skills) Analytical Tools —problem solving Application of Tools 1. G. M. Farmer, "Business Education in Canada: Critical Problems and Exciting Prospects" (a paper presented to the Second Canadian Conference on Business Education in the Secondary School, Niagara Falls Ontario April 1969). The instructional emphases in business education should be on concept development and modes of enquiry which will enable students to develop approaches and thinking skills which have long-range significance and lasting utility. Information processing rather than information dispensing should be a major goal of instruction.* Although the content of the various business education courses is carefully delineated, it is not meant to be prescriptive. Student interest, ability, maturity should be considered as well as the current significance of the topic and its potential for developing modes of thinking, feeling and acting. OBJECTIVES OF THE ALBERTA BUSINESS EDUCATION PROGRAM 1. To provide a meaningful study of the business environment including the ideas, people, and objects or tools of business. 2. To provide for the development and acquisition of business knowledge and skills which will be most useful and durable in a rapidly changing society. 3. To provide an opportunity for students to elect and pursue individual interests and specialization in the study of the business environment. 4. To provide for individual development in the behaviours of thinking, acting and feeling. 5. To develop the thinking strategies and problem-solving abilities of students. 6. To provide an opportunity for students to relate and apply learnings in business education and other areas of study. 7. To expose students to the vast laboratory of business for the purpose of acquiring information, gaining experience and testing ideas and hypotheses. BLUEPRINT OF THE BUSINESS EDUCATION PROGRAM From the preceding conceptual model and objectives, a blueprint for the business education program was de- veloped. It shows the relationship of the various subjects. Business Foundations is the core of the program, the central strand which is designed to illuminate, support and strengthen a student's performance in all business studies. As such. Business Foundations serves as a basic frame of reference to guide and enrich the learnings in all business courses including the skill subjects. Some subjects emphasize the ideas of business; others emphasize the objects or tools of business. People in business is the unifying aspect in all subjects relating the ideas with the objects and tools of business. Economics ^ . Law . Merchandising n Business Education ( , Ideas of Business i "THE CORE" ( ,, People of Business Business Foundations ( Objects or Tools of Business Typewriting 1 Shorthand ' Accounting, Record Keeping Data Processing, Business Machines Computing Science ' Office Procedures - Clerical and Office Practice r See Section V, pages 35 to 65, Patterns for Teaching Business Foundations and other Business Courses, Farmer et al., 1972, Business Education, Department of Secondary Education, University of Alberta, Edmonton. GUIDELINES FOR PROGRAM PLANNING AND STUDENT COUNSELLING Students may elect a limited or a comprehensive program of business education courses. Accordingly, some may choose a single subject (e.g.. Typewriting 10), while others may select an area of concentration (e.g.. Accounting 10, 20 and 30), or a group of related subjects (e.g., shorthand, typewriting, office procedures.) Some students may register in core courses only - Business Foundations 10 and/or 30 — while others may sup- plement this basic understanding of the business environment with other courses. If they are interested in particular skills or tools, they may register in selected courses such as typewriting, accounting, shorthand, data processing, com- puting science, business machines, clerical and office practice. If they are interested in pursuing specific ideas in depth they may register in one or more of economics, law and merchandising. Thus students have an opportunity to study the business environment, to develop specific skills, and to select areas for further concentration. The flexibility of the program allows students to plan a combination of subjects that would: (a) provide general business education and personal use skills; (b) prepare for job entry upon completion of high school and for future advancement in business; (c) provide background for specialization at a post-secondary school; (d) enrich and comple- ment other high school programs. Business education teachers should assist as much as possible in planning the business education program for the school. The expressed interests of students, the various combinations of related subjects, the desirable prerequisites, the instructional facilities, the preparation and competence of available staff and the school enrolment are important factors to consider when planning the curriculum for a school. CURRICULUM DEVELOPMENT Content in Business Education courses is organized around the following elements; concepts, sub-concepts and generalizations. Curriculum guides provide additional suggestions under the following components: behavioural ob- jectives, teaching strategies and evaluation. Curriculum committees, when organizing a body of knowledge, use either the inductive or deductive method. The diagram below may help to explain the relation that exists between the elements of a body of knowledge. CURRICULUM DEVELOPMENT Student Learning Teacher Planning GENERALIZATIONS CONCEPTS SUB-CONCEPTS (FACTS) A > I- u Q Facts and sub-concepts are taken to be items of specific information; concepts are categories of information, and generalizations express the relationship between concepts. In planning a lesson, the teacher moves down this hierarchy whereas in learning, the student begins with facts and moves upward. PROGRAM OF STUDIES AND CURRICULUM GUIDES A description of the objectives, course outline, scope and texts for each subject is given in the current issue of the PROGRAM OF STUDIES FOR SENIOR HIGH SCHOOLS OF ALBERTA. The current JUNIOR-SENIOR HIGH SCHOOL HANDBOOK gives the regulations respecting credit value and prerequisites. Service documents giving suggestions for instruction, activities, evaluation and grading, supplementary materials, teaching hints, etc. are available from the Department of Education as curriculum guides. CURRICULUM GUIDES FOR BUSINESS EDUCATION The Business Education Program and Business Foundations 10 & 30 (1973) Accounting 10, 20 and 30 (1971) Data Processing 20, Computing Science 30 and Business Machines (1973) Economics 30 (1968) Law 20 (1973) Merchandising 20 and 30 (1974) Office Procedures — Clerical and Office Practice (1974) Record Keeping 10 (1973) Shorthand 20, 30 and 31 (1972) Typewriting for the Junior High School (1973) Typewriting 10, 20 and 30 (1974) PROFESSIONAL REFERENCES Business Education Forum, the official publication of the National Business Education Association, monthly ■-/jlj.. October through May, included in membership in NBEA, Dulles International Airport, P.O. Box 17402, Washington, D.C. 20041. Yearbook, National Business Education Association, included in membership in NBEA, or may be purchased from NBEA (S5.75, except No. 10, $7.50). New Perspectives in Education for Business Recent and Projected Developments Affecting Business Education New Media in Teaching Business Subjects Business Education Meets the Challenges of Change Selected Readings in Business and Office Occupations Business Education an Evaluative Inventory Criteria for Evaluating Business and Office Education The Emerging Content and Structure of Business Education Contributions of Research to Business Education Changing Methods of Teaching Business Subjects Or The Synoptic and BEC Newsletter and official publications of The Business Education Council of the A.T.A. They are included with membership in the Business Education Council, A.T.A. 11010 - 142 Street, Edmonton Cross-Canada Comment is the official newsletter of the Canadian Association for Business Education Teachers, it is included with membership in the affiliated association. The Business Education Council, A.T.A. Journal of Business Education is published monthly, October through May, 34 N. Crystal Street, East Strouds- bury, P.A., 18301 $6.50 per year Today's Secretary, teacher's edition, is published October through May, 1221 Avenue of the America's New York, N.Y., 10020, $6.00 per year Direction is a magazine for Canadian business educators, sent free to school addresses, by McGraw-Hill Ryerson Limited, 330 Progress Avenue, Scarborough, Ontario •pj^ Memo is sent free four times a year to school addresses, Pitman/Copp Clark, 517 Wellington Street West, Toronto, Ontario Newsfile is a compilation of Canadian news items and editorial comment significant to business education. It is distributed free by Gage Educational Publishing Limited. P.O. Box 5000, 164 Commander Blvd., Agincourt, Ontario vp 112.) p\'5'G Dame, Brinkman, Guidance in Business Education, 3rd edition, 1961, Gage Educational Publishing Limited. \*^'»' Daughtrey, A. S., Methods of Basic Business and Economic Education, 1965, Gage Educational Publishing AP|\l8 •^a.3' Limited Douglas, Blanford Anderson, Teaching Business Subjects, 3rd edition, 1972, Prentice-Hall HP iioi^ :j)^^ '°"-< 7 No. 1, 1963 No. 2, 1964 No. 3, 1965 No. 4, 1966 No. 5, 1967 No. 6, 1968 No. 7, 1969 No. 8, 1970 No. 9, 1971 No. 10, 1972 jin Farmer G. et al Patterns for Teaching Business Foundations and Other Business Courses, 1972, Business Edu- cation, Department of Secondary Education, University of Alberta, Edmonton £^o\. i_(a, loi.-; Gronlund, N. E., Stating Behavioral Objectives for Classroom Instruction, 1970, Collier-Macmillan Canada, Ltd. .^^ Cr'9'^ Gait, Ontario ^y Hardway, Testing and Evaluation in Business Education, 3rd edition, 1966, Gage Educational Publishing Limited LB voi*? ki^^^'f^^S^''- ^- ^ ■, Preparing Instructional Objectives, 1962, Fearon Publishers, Inc. 828 Valencia Street, San Francisco v'Mo'Z-' 10, California Tonne, Prmc/p/es o/"Bus/«ess £ducaf/oA2, 4th edition, 1970, McGraw-Hill Ryerson Limited 3 i~o>, aOi' ^p n"^ I TL I Lg, iCtzTl ^^/- Sanders, N. M., Classroom Questions, 1966, Harper & Row Publishers, New York ) BUSINESS FOUNDATIONS 10 AND BUSINESS FOUNDATIONS 30 INTRODUCTION Business Foundations 10 and 30 are designed to provide students witii a modern, comprehensive view of busi- ness which is essential to an understanding of the economic society in which we live. Business Foundations 10 is not necessarily a prerequisite to Business Foundations 30. Constituting the core of the education program, these courses provide the depth and breadth necessary to illuminate and give meaning to all courses included in the business edu- cation program. Their function is to contribute to the general and to the occupational education of students as is illustrated in the blueprint of the business education program. BLUEPRINT OF THE BUSINESS EDUCATION PROGRAM Economics A Law A Merchandising ii Business Education ( ,. Ideas of Business i "THE CORE" ( ,, People of Business ( 1 Business Foundations ( Objects or Tools of Business Typewriting 1 Shorthand ' 1 Accounting, Record Keeping ' Data Processing, Business Machines r Office Procedures - Clerical and Office Practice r A. OBJECTIVES OF BUSINESS FOUNDATIONS 10 AND 30 1. To provide an understanding of the Canadian business environment, that is, the ideas of business, the people of business and the objects or tools of business. 2. To develop recognition and an appreciation of the interrelationships and interdependence of all aspects of business. 3. To foster an awareness and appreciation of the human factors in business. 4. To provide for individual development in the behaviours of thinking, acting and feeling through the study of the business environment. 11 B. SCOPE Business Foundations 10 (3 or 5 credits) Major Concepts I. Purpose of Business in the Canadian Economy II. Production III. Consunnption IV. People of Business Business Foundations 10 includes a study of the four major concepts with emphasis on "Purpose of Business in the Canadian Economy" and "Consumption". The following list and bar graph indicate a division of the generali- zations which have been developed for each subconcept in the course outlines included in this Curriculum Guide. Five credits — detailed coverage of the generalizations Three credits — less detailed coverage of the generalizations Business Foundations 30 (5 credits) Major Concepts I. Purpose of Business in the Canadian Economy II. Production III. Consumption IV. People of Business Business Foundations 30 includes a study of the four major concepts with emphasis on "People of Business" and "Production". The following list and bar graph indicate a division of the generalizations which have been developed for each subconcept in the course outlines in this Curriculum Guide. Concepts and Sunconcepts Generalizations Purpose of Business in the Canadian Economy Subconcept A Subconcept B Subconcept C Bus. Foundations 10 1 to 6 1 to 5 1 to 6 Bus. Foundations 30 6 7 and 8 II. Production Subconcept A Subconcept B Subconcept C Subconcept D Subconcept E Subconcept F Subconcept G 1, 2 and 5 1 to 3 1 to 7 1, 2, 4 and 6 1 1 to 11 3, 4 and 6 1 to 5 Sand 9 3,5,7 1 to 4 1 and 2 9 to 15 IV. Consumption Subconcept A Subconcept B Subconcept C Subconcept D People of Business Subconcept A Subconcept B 1 to 5 1 to 3 1 and 3 1,4 and 5 1 to 5 1 to 5 2, 4, 5 and 6 2, 3 and 6 1 to 12 12 GUIDE TO CONTENT EMPHASIS BETWEEN FOUR MAJOR CONCEPTS AND THE TWO-LEVEL PROGRAM Purpose of Business in Canadian Economy XXXXXX XXXXXX XXXXXX XXXXXX XXXXXX XXXXXX XXXXXX XXXXXX XXXXXX XXXXXX ++++++++ ++++++++ ++++++++ Production XXXXXX XXXXXX XXXXXX XXXXXX XXXXXX ++++++++ ++++++-1-+ ++++++++ ++++++++ +++-1-1-1-++ ++++++++ ++++++++ ++++++++ Consumption XXXXXX XXXXXX XXXXXX XXXXXX XXXXXX XXXXXX XXXXXX XXXXXX ++++++++ ++++++++ ++++++++ ++++++++ People of Business XXXXXX XXXXXX XXXXXX XXXXXX XXXXXX ++++++++ ++++++++ ++++++++ ++++++++ ++++++++ ++++++++ ++++++++ ++++++++ XXXXXX Business Foundations 10 ++++++++ Business Foundations 30 COURSE CONTENT The course outline for Business Foundations 10 and 30 has been developed in ternns of major concepts, sub- concepts, generalizations and behavioural objectives rather than in blocks of knowledge or factual information. Teachers should be concerned with meaningful and significant concepts and generalizations. Facts are important but they should not be the main focus of instruction in business education. The actual selection of content should reflect not only the unique needs of students but the unique and special interests of the teacher. Community resources, teacher and student resources should be utilized in selection of content and activities. The outline on the following pages suggests a number of generalizations and behavioural objectives for each of the subconcepts. Teachers may wish to expand the outline using as a guide the Detailed Development of Concept IV PEOPLE IN BUSINESS, which follows this course outline. 13 CONCEPT I -- PURPOSE OF BUSINESS IN THE CANADIAN ECONOMY SUBCONCEPTS aENERALIZATIOtiS BEHAVIOURAL OBJECTIVES A. Wants and Needs B. Demand and Supply C. The Canadian Economy 1. All individuals have wants and needs. 2. There is a distinction between wants and needs. 3. Wants and needs are unstable. 4. Wants are unlimited; resources are limited. 5. Business attempts to satisfy wants and needs 5. Business activities in an attempt to satisfy wants and needs, include pur- chase and sale of goods and services, and related financial transactions. 1. Demand is the amount of a good or service that is bought at a part- icular price. 2. The lower the price of a specific good or service; the greater the demand. 3. Supply is the amount of a good or ser- vice that will be produced at a partic- ular price. 4. The lower the price of a specific good or service; the smaller the supply. 5. The relationship of demand and supply affects price for a good or service. 6. The relationship of demand and supply will tend toward an equilibrium price. 1. Canada's early growth was based on the exploitation of raw materials. 2. Economic growth is dependent upon: (a) increases in productive resources, (b) increases in efficiency with which these resources are used and com- bined. 3. Canada's resources of raw materials are far greater than the population's re- quirements for its own use. 4. Canada has growing manufacturing indus- tries which produce more than enough for domestic market. 5. Exploration, development, and produc- tion require special equipment and highly trained people. 6. Government (federal, provincial, muni- cipal) regulates the economy to encour- age economic growth and prosperity. (a) Government regulations encourage, restrict, and protect business. (b) Government provides aid for indus- tries engaged in exploration and development. (c) Government endeavours to lessen the economic problems of regional dis- parities. The student defines the terms wants and needs; identifies wants of an individual; identifies needs of an individual; distinguishes between wants and needs; gives examples to illustrate that wants and needs are unstable; identifies factors that affect wants; demonstrates the fluctuating nature of a want; explains why wants are not always satisfied; assesses the effect of resources on the control and influence of wants; demonstrates how business satisfies individuals' wants and needs; identifies factors that limit business in satisfying wants and needs . The student defines the terms demand, supply, good, service; gives examples of and illustrates the interaction of price and demand ; gives examples of and illustrates the interaction of price and supply; demonstrates by examples the effect of demand and supply on the price of a specific good or service; illustrates the influence of the profit motive on supply; defines equilibrium price; illustrates by means of a graph that the relationship of demand and supply tends toward an equilibrium price. The student defines the terms Canadian economy, exploitation, raw materials, productive resources, domestic market; lists the raw materials that were the base of Canada's early economy; traces the early growth of Canada's economy illustrating the ex- ploitation of specific raw materials; explains the dependency of economic growth upon specific produc- tive resources; lists examples of efficient use of resources in production; illustrates the effect upon economic growth when resources are used and combined efficiently; lists specific raw materials in Canada that are greater than the population requires for its own use; lists specific manufactured products that are produced in excess of the domestic market demand; predicts the effect of production in excess of domestic market demand upon the economy; illustrates by example the equipment and training required for the development and production of a specific good; predicts the effect on production if equipment and training are inadequate . 14 CONCEPT I -- PURPOSE OF BUSINESS IN THE CANADIAN ECONOMY (continued) SUBCONCEPTS ^ GENERALIZATIONS BEHAVIOURAL OBJECTIVES 7. International agreements and policies have an indirect and/or direct effect on the nation's economic growth. 8. Gross National Product (GNP) is the measure of the nation's growth in production and distribution of goods and services. gives examples of regulations of government at each level that (a) encourage, (b) restrict, and (c) protect business; proposes regulations that might be developed by governments to encourage, restrict, and protect business ; gives examples of aid provided by governments at each level for specific industries engaged in exploration and development; gives examples with substantiating evidence of regional economic disparities; gives examples of government endeavours to lessen economic problems of regional disparities; gives examples of specific international agreements and policy that have an effect on Canada's economic growth; explains and assesses the effect on Canada's economic growth of specific international agreements and policies; defines Gross National Product (GNP) ; names the major components of Canada's GNP; distinguishes GNP and National Income. CONCEPT II - PRODUCTION SUBCONCEPTS GENERALIZATIONS BEHAVIOURAL OBJECTIVES ) A. Factors of Production (a) Natural Resources (b) Human Resources (c) Capital Resources (d) Entrepreneur ship 1. Production depends upon the assistance and support of many enterprises. 2. The factors of production are utilized to create goods and provide services which satisfy wants and needs. 3. Initially the combination of natural and human resources to produce goods in excess of wants and needs results in capital resources. 4. Accumulated capital resources in combination with natural and human resources are used to produce ad- ditional goods and services. 5. The entrepreneur performs the functions of initiation , organization , planning and risk bearing in anticipation of a profit. The student defines production, goods, and services ; defines the factors of production; identifies the three resource factors in business enterprises during production of goods and services; gives examples of scarcity of resources; calculates the costs of the three resource factors in a specific small business; identifies situations where utilization of natural and human resources result in initial accumulation of capital resources; demonstrates by giving examples which show the importance of accumulated capital in production of goods and services; identifies the risks involved in satisfying consumer needs and wants ; classifies different enterprises according to the varying com- binations of the resource factors of production utilized by the entrepreneur ; assesses the relative importance of the three resource factors of production of goods and the production of services; associates risks with effective utilization of the resource factors of production; explains the relationship between the entrepreneur's responsi- bilities and the risks of production of goods and services; predicts success of an entrepreneur based on previous perform- ance ; measures success of an entrepreneur through financial reports. ) 15 CONCEPT II - PRODUCTION (continued) SUBCONCEPTS GENERALIZATIONS BEHAVIOURAL OBJECTIVES B. Supply C. Ownership D. Organization (a) Manufacturing (b) Marketing (c) Financing 1. Supply is the total sum of goods and services produced. 2 . The amount of goods and services pro- duced is determined by the individ- ual entrepreneur on the basis of estimated demand. 3. Gross National Product (GNP) is the measure of the production of goods and services by all enterprises. 4. Government policies have an indirect and/or a direct effect on the supply of goods and services. 5. International agreements and policies have an indirect and/or direct effect on the supply of goods and services. 1. Private and public enterprises engage in the production of goods and services. 2. Private and public enterprises produce the bulk of Canada's goods and services. 3. Private enterprises operate for the purpose of making a profit. 4. Public (government) enterprises are primarily engaged in the production of essential services. 5. Public enterprises in Canada do not generally operate for the purpose of making a profit. 6. There are four types of organization for private enterprises in Canada. (Single proprietorship, partnership, corporation, cooperative) 7. Public enterprises may assume a variety of forms. (Crown corporation, govern- mental agencies, governmental depart- ments, government financial institu- tions, etc. ) 8. Each type of organization has distinct and identifiable characteristics. 9. The selection of the type of organiza- tion or ownership is influenced by many factors. 1. Production for economic growth depends on the efficiency of: (a) the production of goods and services (b) the distribution of goods and ser- vices from producer to consumer (c) adequate financial support for production and distribution. 2. The manufacturing component of produc- tion converts raw materials into usable forms. 3. I^anufacturing adds form utility to goods 4. Marketing is the component of production that distributes goods from the producer to the consumer. (Manufacturers may also be consumers of goods and services) 5. Marketing adds time and place utility to goods . The student identifies the factors which an entrepreneur must consider when estimating demand for producing a proposed good or service; traces the production of a specific product from the initial invention stage to the final production; lists examples of specific government policies that have had a direct or indirect effect on the supply of goods as a service; lists examples of specific international agreements that have had a direct or indirect effect on the supply of goods and services; assesses the effect of a specific government policy or inter- national agreement upon the present or prior production of goods or services; predicts the effect that a specific government policy or inter- national agreement might have upon the present production of a good or service. The student defines private and public enterprises; gives examples of specific public and private enterprises; identifies goods and services produced by public enterprises and those produced by private enterprises; proposes causal factors which determine the selection of the type of private ownership; compares the relative importance of goods and services produced by public and private enterprises; differentiates between public and private enterprises on the basis of rate of profit or loss; lists examples of all forms of public enterprises; lists the advantages and disadvantages of the types of ownership of private enterprises. The student defines manufacturing, distribution, financial support; associates manufacturing and distribution as a chain from raw materials through to consumption; examines the need for finances in manufacturing and distribution; deduces relationships of manufacturing to production of goods, and distribution to the production of services; associates manufacturing to the creating of form utility using examples; associates distribution to the creating of time and place utility, using examples; associates the need for finances to give transfer of ownership (possession utility) ; 16 CONCEPT II - PRODUCTION (continued) SVBCONCEPTS GENERALIZATIONS BEHAVIOURAL OBJECTIVES E. Management (a) Planning (b) Organizing (c) Staffing (d) Directing (e) Coordinating (f ) Controlling F. Specialization G. Human Resources (a) Individual as producer (b) Occupations in production (c) Welfare of people in production 6. Capital for establishment, operation and expansion depends upon the finan- cing component of production. 7. Finance is a means of exchange, and adds possession utility to goods through ownership. 1. Efficient management of enterprises depends upon planning, organizing, staffing, directing, coordinating, and controlling. 2. Each level of management is respon- sible for all six functions. 3. The need for efficiency in management results in specialization in the man- agement functions . 4v The efficiency of management is measu- red by the degree of effective de- ployment and utilization of people and resources. 1. Specialization develops out of the need for efficiency in the production components : manufacturing , marketing , and financing. 2. Specialization may develop within an enterprise or may develop externally as a supporting enterprise. 1. The human resource is a major factor in the production of goods and services. 2. Human talent affects (accomplishes) the accumulation of capital resources. 3. The individual influences the total production of goods and services. 4. The individual producer contributes service or its equivalent value in or- der to satisfy his wants and needs. 5. A relationship exists between the util- ization of the individual's talents and the efficiency of production of goods and services. combines the cost of producing the four forms of utility as the total cost of manufacturing and distributing the good to the consumer; builds a flow chart of production from raw materials to consumer for various types of goods from simple to complex; rates various goods as to purchasing cost to consumer based on the utility added during production of the good and the ser- vices required to deliver the good to the consumer. The student defines management; defines the six functions of management; defines levels of management: top or senior management, middle management and operating or supervisory management; classifies management tasks under the six functions; assesses the degree of emphasis placed by each level of manage- ment on the six functions; relates policies, procedures and rules of a selected company to the six functions; arranges the policies, procedures and rules of a selected company in the order of their development; formulates a policy to effect a more efficient deployment and utilization of people and resources in the selected company ; assesses the effect of the policy change on the total operation of the selected company. The student defines specialization; lists all tasks that are performed in selected small companies; combines related tasks; demonstrates that related tasks may be performed by individual employees in larger companies; constructs an organization chart of a large company to indicate specialization by departments; proposes organizational changes to effect changes in efficiency through specialization; tests the effect of the proposed organizational changes; defines supporting enterprises; lists specialized tasks and names supporting enterprises perform- ing the tasks; creates a new organization chart utilizing supporting enterprises. The student defines human talents and occupations; recognizes the importance of people in production; identifies his and his family's contribution towards the produc- tion of goods and services (GNP) ; lists occupations in the production of goods and services for which he is qualified now and should be qualified upon completion of high school; associates occupations in production of goods and services with talents which are required; 17 CONCEPT II - PRODUCTION (continued) SUBCONCEPTS GEmRALIZATIONS BEHAVIOURAL OBJECTIVES 6. The utilization of the individual's talents is related to one's choice of an occupation as a producer of goods and services. 7. There is a variety of occupations in the production of goods and services. 8. Each occupation has its specific qual- ifications. 9. The qualifications for a specific occu- pation vary among the operational com- ponents of manufacturing, marketing and financing. 10. The level of production of goods and services depends upon the well-being of the personnel. 11. Employee welfare is a concern of gov- ernments, management, labour and the individual. 12. The reasons vary for the institution of employee benefits by the government, management, labour and the individual. 13. Governments serve to protect management, labour and the individual. 14. Management, organized labour and indiv- iduals negotiate, initiate, and sanction measures which affect the working en- vironment. 15. The welfare goals of government, man- agement, labour and individuals may be consistent. defines and evaluates the common methods of job evaluation, job ranking, job classification, factor comparison, and point system; identifies different ways of remunerating employees; explains the measures introduced by government, management and labour to promote the welfare of people; assesses the effect of specific measures introduced to promote the welfare of people in production; examines the terms of a labour agreement; examines the functions of labour unions; examines the methods used to resolve conflicts between labour and management. CONCEPT III - CONSUMPTION f SUBCONCEPTS GENERALIZATIONS BEHAVIOURAL OBJECTIVES A. Consumer 1. Satisfaction of consumer wants is called consumption . 2. Public and private enterprises, govern- ment institutions, and individuals are consumers of goods and services. 3. Many factors influence consumer wants and choices. 4. Advertising is one of the major factors influencing consumer wants and choices. 5. Consumer choices and decisions determine how the nation's productive resources are used. The student defines the term consumer and gives examples; demonstrates that public and private enterprises and government institutions are consumers of goods and services; lists factors that influence the wants and choices of various classes of consumers; lists the major consumer benefits of advertising; lists the major criticisms of advertising; lists the major functions of advertising; identifies types of regulations and controls over advertising; analyzes specific advertisements to identify effects on the consumer; creates an instrument for analyzing and evaluating advertisements displayed and carried by various media; determines and compares the advertising cost per dollar of sales for specific products; illustrates with examples how consumers can influence production and product improvement. 18 CONCEPT III - CONSUMPTION (continued) ^ SUBCONCEPTS GENERALIZATIONS BEHAVIOURAL OBJECTIVES D. Welfare of the Consumer 1. Consumer demand is the total of con- sumer spending decisions. 2. Consumer spending and saving affect man- ufacturing, marketing and financing. 3. Business creates new consumer wants by developing new products and services. 1. All credit is a form of borrowing. 2. Credit increases consumer purchasing power in the short term. 3. Credit makes savings available for consumer spending. 4. Specialized service enterprises facil- itate the exchange of funds between creditors and consumer debtors. 5. Credit increases the money supply. 5. Amount of credit is determined largely by expected future prosperity. 1. The welfare of the consumer is a concern of governments, management, consumer associations and individuals. 2. Governments, management, consumer assoc- iations and individuals can affect the national economy through conservation of inventoriable goods and services. 3. Non-inventoriable goods are lost if not utilized. 4. Governments, management, consumer assoc- iations and individuals can initiate measures which affect the welfare of the consumer. 5. Governments, management and consumer associations may collect information which can be used for research, and the improvement of consumer goods and ser- vices. 6. Governments, management, consumer assoc- iations and the individual consumer goals may not be consistent. The student illustrates through examples how consumer spending decisions create consumer demand; explains using examples how consumer spending and saving affects manufacturing, marketing and financing; identifies the impact of a new product upon consumer wants; identifies the impact of a new service upon consumer wants. The student defines credit, savings, borrowing; differentiates between cash and credit; identifies the potential benefits and hazards of consumer credit; gives examples of the misuse of credit; differentiates between short-term and long-term credit; identifies various types of consumer credit (charge account, in- stallment, personal loan, service or utilities account) ; lists the advantages of credit cards; lists ways to maintain a good credit rating; identifies sources of credit rating information; predicts the use of credit cards in the future; explains the effect of consumer credit on standard of living; lists the specialized service enterprises in Canada that facil- itate the exchanging of funds between creditors and consumer debtors ; calculates and evaluates the cost of credit when purchasing a specific good or service; creates an instrument to be used by a consumer to assess the ad- visability of buying on credit. The student gives evidence of the need for consumer protection; identifies the contribution to consumer welfare of governments, management, consumer associations and individuals; distinguishes between inventoriable and non-inventoriable goods; explains how conservation of inventoriable goods and services can affect the Canadian economy; gives examples of non-inventoriable goods; proposes research that might be undertaken to protect and im- prove the welfare of the consumer; gives examples of the lack of consistency in the consumer goals of governments, management, consumer associations and individuals. ) 19 CONCEPT IV - PEOPLE OF BUSINESS SUBCONCEPTS A. Importance of People in Business GENERALIZATIONS B. Behaviour of People in Business (a) Behaviour of Individuals (b) Behaviour of Groups 1. The knowledge and skills of people are necessary for the production of goods and services. 2. A variety of knowledge and skills is necessary in the production of goods and services. 3. The knowledge and skills of people are necessary for the distribution of goods and services. 4. A variety of knowledge and skills is necessary in the distribution of goods and services - 5. Machines are used as a tool to dupli- cate and extend the knowledge and skills of people. BEHAVIOURAL OBJECTIVES 1. Individuals have basic wants, needs and drives which they seek to satisfy. 2. Individuals differ in physical, mental, emotional and social characteristics. 3. Individuals differ in goals and aspir- ations. 4. The behaviour of individuals is complex. 5. The behaviour of individuals can be changed or learned. 6. To satisfy needs and wants, individuals combine to form groups. (a) The existence of groups is inevitable. Cb) A multiplicity of groups exists in an organization. (c) Groups have goals. (d) Groups may be classified in many ways. 7. Group behaviour can be changed or learned. (a) The quality of group performance is affected by many factors. (b) Group behaviour can assist or hinder an organization in reach- ing its objectives. The student gives examples of knowledge and skills necessary in the produc- tion and in the distribution of a specific good and a specific service; compares the knowledge and skills required in the production and in the distribution of two or more goods and two or more services creates a chart to demonstrate the role of people in the manufac- turing of a specific product from raw material to the finished product; justifies the importance of people in business; explains why a variety of knowledge and skills is necessary in the production and distribution of goods and services; gives examples of specialization of labour in the production and distribution of goods and services; illustrates the effect of specialization of labour in a specific industry; recommends ways of utilizing more effectively the knowledge and skills of people in a selected industry or business; describes the effect of the use of machines on people employed in business; generates a design for the effective combination of man and machines in a selected industry or business; evaluates the effect on people of business caused by the increas- ing use of machines. The student describes how individuals seek to satisfy their wants, needs and drives; explains the implication of Maslow's "hierarchy of human needs"; predicts the effects of inability to satisfy wants and needs; gives examples of differences in physical, mental, emotional and social characteristics of individuals; provides evidence of differences in goals and aspirations of people in business; identifies factors that affect and influence behaviour; proposes ways of changing specific behaviours; describes behaviours that business identifies as important; gives examples of groups in business; identifies various kinds of goals that groups may have; explains the value of group work in business and industry; explains the probable effect (s) of the group upon individuals within the group; describes ways of changing group behaviour; proposes a plan for effective group work in a selected project; evaluates the work capacity of individuals compared to the group; i 20 CONCEPT IV - PEOPLE OF BUSINESS (continued) SUBCONCEPTS 9 GENERALIZATIONS BEHAVIOURAL OBJECTIVES (c) Organizational Behaviour (d) Leadership, Man- agement Behaviour (e) Problems of People in Business 8. Like the individual and the group, an organization can be considered an entity. (a) An organization has goals. (b) An organization has identifiable characteristics . (c) An organization is comprised of human and non-human elements. 9. Organizational characteristics can be changed. (a) A functioning organization requires certain basic types of behaviour. (b) Organizations use various strategies to influence and change the behaviour of individuals and groups within the organization. 10. Leadership (management) is necessary to coordinate behaviour of the individual and the group so that the goals of the 'organization can be achieved. gives examples of goals of various organizations; gives examples of human and non-human elements in organizations; illustrates and compares characteristics of selected organizations; secures evidence to support the statement that human and non- human elements have a combined effect upon behaviour; describes methods used by organizations to select and develop (change) employees (testing, training, specialization); describes methods used by organizations to influence behaviour of employees (salary, promotion, incentives) ; 11. People at all levels in business are confronted with problems. 12. Labour, management and government attempt to solve problems of people in business. explains the role of management; identifies the main responsibilities of management (planning, or- ganizing, controlling) ; describes the tasks of management; distinguishes between effective and ineffective leadership; predicts the results of poor leadership; formulates a plan for developing effective leaders; identifies the major aims of labour and mangement; identifies points of conflict which may exist between labour and management; describes conflicts which may exist between labour and management (suitability of jobs, wages, promotion); identifies and describes problems which are common to many of today's employees at all levels of business; identifies methods used by labour and management and government in the solution of problems; generates original ideas for solving problems; appraises the procedures used by labour, management and government to solve problems of people in business.. ) 21 CONCEPT IV - PEOPLE OF BUSINESS— /I Detailed Development cf Behavioural Objectives SVBCONCEPTS Importance of People in Business GENERALIZATIONS 1. The knowledge and skills of people are necessary for the production of goods and services. 2. A variety of knowledge and skills is necessary in the production of goods and services. 3. The knowledge and skills of people are necessary for the distribution of goods and services. k. A variety of knowledge and skills is necessary in the distribution of goods and services 5 . Machines are used as a tool to duplicate and extend the knowledge and skills of people. BEHAVIOURAL OBJECTIVES Knows the basic terms: production knowledge skill services 1.1 Defines the terras 1.2 Gives examples of the terms 1.3 Selects a term which best fits a particular definition 1.1* Uses the term correctly 2. Understands the need for knowledge and skills of people in the production of goods and services. 2.1 Gives examples of knowledge and sKills necessary in the production of a specific good. 2.2 Gives examples of knowledge and skills necessary in the production of a specific service. 2.3 Compares the knowledge and skills required in the production of two or more goods. 2.1* Compares the knowledge and skills required in the production of two or more services. 3. Applies the generalization to new situations. 3.1 Demonstrates or shows that the knowledge and skills of people are necessary in the production of any or all goods and services. 1*. Synthesizes or integrates learnings to illustrate the generalization. I*.l Writes a well organized essay. 1*.2 Creates a chart to demonstrate the roll of people in the manufacturing of a specific product from raw material stage to the finished product. lt.3 Creates a chart to demonstrate the role of people in the offering of a specific service. 5. Evaluates the strength of the generalization. 5.1 Seeks evidence to contradict the generalization. 5.2 Justifies the importance of people in business. 1. Knows that a variety of knowledge and skills are used in production. 1.1 Gives examples showing the range of knowledge and skills used in the production of a good. 1.2 Gives examples showing the range of knowledge and skills used in the production of a service. 2. Understands the need for a variety of knowledge and skills. 2.1 Explains why a variety is needed. 2.2 Gives examples of specialization of labor in the pro- duction of goods £md services. 3. Analyzes the effect of specialization of labor. 3.1 Illustrates the effect of specialization of labor in a specific industry. 3.2 Predicts the outcome of non-specialization of labor in a specific industry. 1* . Synthesizes learnings to illustrate the generalization. l».l Designs a scheme for classifying knowledge and skills of people in the production of goods and services. 5. Evaluates the importance of a variety of knowledge and skills and specialization. 5.1 Recommends ways for utilizing more effectively the knowledge and skills of people in a selected industry or business. 5.2 Recommends ways for utilizing more effectively the knowledge and sKills of people in business and industry, generally. Use the same behavioural objectives, substituting distribution for production. Use the same behavioural objectives, substituting distribution for production. 1. Knows that machines duplicate and extend knowledge and skills . 1.1 Identifies machines used in production of a good. 1.2 Identifies machines used in the production of a service. 2. Understands the purpose of machines in business and industry. 2.1 Explains the purpose of machines in production. 2.2 Describes the effect of the use of machines on people employed in business. 22 CONCEPT IV - PEOPLE OF BUSINESS (continued) ^ J 0 SUBCONCEPTS GEmRALIMTIONS BEHAVIOURAL OBJECTIVES 3. Synthesizes 3.1 Generates a design for the effective combination of man and machines in a selected industry or business. 3.2 Writes a well organized essay on "Man and the Machine." It. Evaluates the effect on people of business caused by the increasing use of the machine. B. Behaviour of People in Business (a) Beha\d.our of 1. Individuals have basic wants, needs 1. Knows the terms: wants, needs, drives Individuals and drives which they seek to 1.1 Defines the terms. satisfy. 1.2 Identifies the basic needs. 1.3 Uses the terms correctly. l.i+ Defines Maslow"s "hierarchy of human needs." 2. Understands that individuals seek to satisfy their basic wants, needs and drives. 2.1 Distinguishes between wants and needs. 2.2 Describes how individuals seek to satisfy their wants, needs , and drives . 2.3 Describes differences in individual attempts to satisfy needs. 2.k Explains the implication of Haslow's "hierarchy of human needs . " 2.5 Predicts the effects of inability to satisfy wants and needs . 2. Individuals differ in physical. 1. Knows the meaning of the terms: mental, emotional, and social physical mental characteristics . emotional social 2. Understands the meaning of differences in physical, mental, emotional, and social characteristics. 2.1 Gives examples of differences in each class of characteristics . 2.2 Gives examples of the range of differences in each class of characteristics. 3. Individusils differ in goals and 1. Knows the terms: goals, aspirations aspirations . 1.1 Defines the terms. 1.2 Gives examples of the terms. 1.3 Uses the terms correctly. 2. Understands that individuals have different goals and aspirations. 2.1 Provides evidence of differences in goals and aspirations of people in business. h. The behaviour of individuals is 1. Knows the terms: behaviour, complex complex. 1.1 Defines the terms. 1.2 Uses the terms correctly. 2. Understands that behaviour of individuals is complex. 2.1 Gives examples of complex behaviour. 3. Analyzes behaviour. 3.1 Identifies factors that affect or influence behaviour. 3.2 Hypothesizes causes of behaviour. 3.3 Relates behaviour to a multiplicity of causes. 5. The behaviour of individuals can be 1. Knows the terms : "learned" changed or learned. "learning" 1.1 Defines the terms. 2. Understands how learning is facilitated. 2.1 Identifies the conditions that facilitate learning. 2.2 Describes conditions that interfere with learning. 3. Synthesizes information about changing behaviour. 3.1 Proposes ways of changing specific behaviours. 1.. Evaluates behaviour. k.l Describes differences in standards of acceptability of behaviour. k.2 Describes behaviours that business identifies as - important. 23 CONCEPT IV - PEOPLE OF BUSINESS (continued) SUBCONCEPTS (b) Behaviour of Groups (c) Organizational Behaviour GENERALIZATIONS 6. To satisfy needs and wants, individ- uals combine to form groups . (a) The existence of groups is inevitable. (b) A multiplicity of groups exists in an organization. ( c ) Groups have goals : Special tasks Specialization Member satisfaction Integrativeness etc . (d) Groups may be classified in many ways : Formal or informal Large , small Primary , secondary Simple , complex Temporary, permanent Within the organization or Outside the organization 7. Group behaviour can be changed or learned. (a) The quality of group performance is affected by many factors. (b) Group behaviour can assist or hinder an organization in reach- ing its objectives. BEHAVIOURAL OBJECTIVES 8. Like the individual ajid the group, an orgajiization can be considered an entity. (a) An organization has goals .( Profit . efficiency, continuity) (b) An organization has identifiable characteristics . (c) An organization is comprised of human and non-human elements . (Human: individueils , groups) (Non-Human: structure - authority, management, staff, status, power, plant equipment budget , schedules , etc.) (d) Organizational behaviour results from the interplay of human and non-human elements. 9. Organizational characteristics can be changed. (a) A functioning organization re- quires certain basic types of behaviour. (b) Organizations use various strate- gies to influence and change the behaviour of individuals and groups within the organization. 1. Knows the terms used in the generalizations. 1.1 Defines the terms. 1.2 Gives examples of their use. 1.3 Uses the terms correctly. 2. Understands why groups exist. 2.1 Gives examples of groups in business. 2.2 Explains why groups form or are formed. 2.3 Identifies various kinds of goals that groups may have. 2.U Classifies groups. 2.5 Explains various classifications. 2.6 Gives examples of various classifications. 3. Applies the generalizations to situations in business. 3.1 Demonstrates that many groups exist in each business organization. 1*. Evaluates the effect of group work. ^t.l Explains the value of group work in business and industry. I4.2 Explains probable effect(s) of the group upon individ- uals within the group. 1. Recognizes that group behaviour may be affected by several factors . 1.1 Identifies factors that affect group performance. 1.2 Illustrates how group behaviour is affected. 2. Recognizes that group behaviour can be changed. 2.1 Identifies ways of changing group behaviour. 2.2 Describes ways of changing group behaviour. 3. Proposes a plan for effective group work in a selected project. 3.1 Constructs a plan. 3.2 Explains how the group will operate. h. Evaluates the work capacity of individuals compared to the group . l*.l Identifies the advantages of each. 1. Knows the meaning of the terms: organization, entity, structure. 1.1 Defines the terms. 1.2 Uses the terms correctly. 2. Understands that organizations have goals. 2.1 Gives examples of goals of various organizations. 3. Understands the meaning of human and non-human elements in organizations. 3.1 Gives examples of each. It. Recognizes that organizations have identifiable characteristics . li.l Gives examples of characteristics of organizations. lt.2 Illustrates characteristics of selected organizations. U.3 Compares characteristics of selected organizations. 5. Recognizes that the human and non-human elements have a combined effect upon behaviour. 5.1 Secures evidence which supports the statement. Understands how an organization selects suitable personnel. 1.1 Describes the purpose of a personnel department. 1.2 Describes the functions of a personnel department. (Recruitment, selection, etc.) 1.3 Describes methods used by organization to select and develop (change) employees. (Testing, training, specialization) , 1.1* Describes methods used by organizations to influence behaviour of employees. (Salary, promotion, incentives) 24 CONCEPT IV - PEOPLE IN BUSINESS (continued) 9 SUBCONCEPTS GEDERALIZATIOSS BEHAVIOURAL OBJECTIVES (d) Leadership, Management Bebavlour Leadership (Management) is necessary to coordinate behaviour of the individual and the group so that the goals of the organization can be achieved. (e) Problems of People in Business 11. People at all levels in business are confronted with problems . J 12. Labour, Management and Government attempt to solve problems of people in business. 1. Knows the meaning of the terms leadership, management, coordinate . 1.1 Defines the terms. 1.2 Gives examples. 1.3 Uses the terms correctly. 2. Understands the role and functions of management. 2.1 Explains the role of management. 2.2 Identifies the main responsibilities of management. (Planning, organizing, controlling) 2.3 Describes the tasks of management. 3. Distinguishes between effective and ineffective leader- ship. 3.1 Describes the characteristics of effective leader- ship. 3.2 Illustrates effective and ineffective leadership. 3.3 Identifies problems of leadership. S.i* Predicts the results of poor leadership. 1*. Formulates a plan for developing effective leaders. 1. Knows major aims of labour and of maneigement. 1.1 Defines terms. 1.2 Identifies the aims. 1.3 Gives examples of major aims. 2. Knows points of conflict which may exist between labour and management. 2.1 Identifies the points of conflict. 3. Understands conflicts which may exist between labour and management. (Suitability of job, wages, promotion, fringe benefits, security, etc.) 3.1 Describes the conflicts. li . Understands problems which are common to many of today's employees at all levels of business. (Displacement, obsolescence, retraining, leisure, preparing for retire- ment, fear of unemployment) U.l Identifies and describes the problems. h .2 Suggests reasons for the problems. 1. Analyzes problems of people in business. 1.1 Identifies methods used by labour and management and government in the solution of problems. 2. Proposes solutions. 2.1 Generates original ideas for solving problems. 3. Evaluates 3.1 Appraises the procedures used by labour, management, and government to solve problems of people in business. 0 25 PRIMARY REFERENCES It is suggested that the following books constitute the basic reference materials. Six copies of each title should be sufficient for an average class size. Archer, An Introduction to Canadian Business, McGraw-Hill Ryerson Ltd., Scarborough, Ontario, 1967. This book is recommended for Business Foundations 30 and is a valuable reference for Business Foundations 10. Developed from the viewpoint of a business manager it includes a detailed breakdown of organization of in- dividual companies; utilization of human and capital resources; internal operational functions within a company; and the division of manufacturing, marketing and financing operations in the chain from raw materials to con- sumer. Generalizations and concepts development could easily be missed by student and teacher if facts and details within the text are emphasized. Major emphasis have been placed on the manufacturing and financing; minor emphasis on marketing. The teacher will find this text particularly useful in developing Subconcepts C, D, E, F, G of Concept II. ,-2,^. Bruce, Heywood & Abercrombie, Business Fundamentals, Second Edition, McGraw-Hill Ryerson Ltd., Scarborough, Ontario. lH<*T This book is recommended for Business Foundations 10. It contains basic information on which to build generali- zations relative to the consumer. The teacher will find this book particularly useful in developing Concepts I and III. HeberX, Introduction to Management, Sir Isaac Pitman (Canada) Ltd., Toronto, Ontario, 1966. This book is recommended for Business Foundations 10 and 30. It presents business from an activity viewpoint. A section relating to the influence on management by the different levels of government is included. The teacher will find this book particularly useful in developing Concept II. Millard & Mitchel, Economics: A Searcli for Patterns, Gage Educational Publishing Ltd., Agincourt, Ontario, 1971. This book is recommended for Business Foundations 10 and Business Foundations 30. A student-oriented text. The teacher should select specific sections for reference to develop generalizations in the outline; for example. Concept I, Subconcept B, is covered in Chapter 3.2; Subconcept C, in chapters 1.4, 2.1 and 3.3; Concept II, Subconcept A, in Chapter 2.2 Natural Wealth-Natural Energy Natural Resources Chapter 2.3 Population Human Resources Chapter 2.4 Production of Wealth Chapter 2.5 Spending and Savings Capital Resources The teacher will find this book particularly useful in developing Concepts I, II, IV. t-o^j Treliving & Murphy, General Business and Consumer Fundamentals, McGraw-Hill Ryerson Ltd., Scarborough, Ontario, 1970. This book is recommended for Business Foundations 10 and for those students in Business Foundations 30 without credit in Business Foundations 10. Although the text has been developed from a consumer viewpoint, the inter-relationships and interdependency of all aspects of business are developed around the theme of value as expressed in terms of monetary exchange. Generalizations are emphasized. The teacher's resource book is a valuable source of additional information. The teacher will find this book particularly useful in developing Concepts I, III, and IV. NOTE: A primary reference for Concept IV, People of Business has not been designated. Until an appropriate reference is identified teachers will find the following book particularly useful in developing Concept IV and Subconcepts E and G of Concept 1 1. jl^,^ Davis, Ke'nh, Human Behaviour at Work, 4th EDITION: McGraw-Hill Ryerson, iQ Human Behaviour — the behaviour of an individual ^cj-i \ Human Relationships — the behaviour of individuals in association with other businessmen Organization Behaviour — the interaction of human behaviour and human relationship within an organization to develop an organization behaviour. ir This book analytically emphasizes motivation, morale, leadership, supervision, participation, managing change, organizational structures and dynamics, unions, employee relations and counselling, managing employees, and group dynamics. Each chapter includes situation-type questions and a case study. Ten detailed and difficult cases are given at the end of the book. These cases could serve as a basis for discussion in Business Foundations 30. It is suggested that this book be used primarily as a teacher reference. An Instructor's Manual is available. SUPPLEMENTARY REFERENCES S — before author's name suggests primarily a student reference T — before author's name suggests primarily a teacher reference 4 15''^ S Archer, Clark, Canadian Marketing, 1969, McGraw-Hill Ryerson Limited. 330 Progress Avenue, Scarborough, Ontario M1P 2Z5. .5 ft'^E S BeWan, Fundamentals of Economics, 1962 (Canadian), McGraw Hill Ryerson Limited. T BeWan, Principles of Economics & the Canadian Economy ~4th .Edition, 1972, McGraw-Hill Ryerson Limited. i rd ed , M C V 1 T K H 3 \<^ (,1 26 S Beaumont, Longman, Your Job in Distribulion, 1968, McGraw-Hill Ryerson Limited. ' c^yv-vj s Careless, J. M. S., Canada: A Story of Challenge, Cambridge University Press, 1963. (Macmillan Co. of Canada S'oSTca-l Ltd., Toronto.) |:^"\ S Curtis, Meehan and Walsh, Home Truths (Canadian Consumers Education Issues Series) 1973, McGraw-Hill ' Ryerson Limited. T Dame, J. F., et al. Exploring Business, 1968, McGraw-Hill Ryerson Limited. D blTl l>'2-<« T Davis, Keith, Human Behaviour at Work, 4th Edition, 1972, McGraw-Hill Ryerson Limited. _J^- T Debrum, S. J., et al. General Business for Economic Understanding, 10th Edition, 1971, McGraw-Hill Ryerson Limited. '^-^^••e4- UF S'iSle ^'^^ I'^Ul^. '\ 0 31 U-*!^ - S Hay, Robert D., Introduction to Business, Holt Rinehart Winston, 1968, 55 Horner Ave., Toronto, Ontario. T Hersey and Blanchard, Management of Organizational Behaviour, Prentice Hall, 1870 Birchmount Road, Scar- borough, Ontario. HP 6'5M9-,-5- H'rl 1't:~) S_ S Hibbert and Murphy, Credit Costs (Canadian Consumer Education Issues Series) 1973, McGraw-Hill Ryerson Limited. ^ -ITS?? Ka7 S Keily, Walters, How to Find and Apply for a Job, 2nd Edition, 1960, Gage Educational Publishing Limited, ^"^c* " P.O. Box 5000, 164 Commander Blvd., Agincourt, Ontario. ^TM^.V KA** T KeWy, J., Organizational Behaviour, Irwin-Dorsey Ltd., Georgetown, Ontario, 1969. S Laird and Land, Psychology Human Relations and Motivation, 4th Edition, 1967, McGraw-Hill Ryerson Limited. r*^, ^0^9 Coj>S Lynn and Acland, Business Organization and Management, 1966, (Canadian), McGraw-Hill Ryerson Limited. 3, \85-C2